SED 361 Teaching Children with Learning and Behavior Problems in the Regular Classroom
Spring, 2010
University of Maine at Farmington
Department of Special Education and Rehabilitation Services
Dr. Sue Thorson
778-7270, thorson@maine.edu
Office Hours: WF 2:30-4:00 and by appointment
211 Education Center
COURSE DESCRIPTION:
This course is designed to introduce pre-service teachers to the educational needs of students who do not learn well in the traditional school environment. The discussion will include considerations of labels and their implications in the teaching learning process, behavior modification techniques, collaboration with others and ways to meet the diverse learning needs of students in a variety of inclusive programs.
OBJECTIVES:
Upon completing the course, students should be able to document an understanding of: a) the field of special education; b) students marginalized by traditional schooling procedures; c) person centered teaching concepts and procedures; d)ways to modify both social and academic behaviors; e) alternative teaching techniques; and f) teachers’ roles as agents of change.
Required Textbooks
(Students are also expected to participate in wiki discussions and utilize internet and professional information sources.)
Boyle, J.R., & Danforth, S. (2001). Cases in special education. Boston:McGraw-Hill.
Keefe, E.B., V.M. Moore, & F.R. Duff.(2006). Listening to the experts: Students with disabilities speak out. Baltimore: Paul H. Brookes.
Optional Readings: Choose one
Kaufman, S. Z. (1999). Retarded isn’t stupid, Mom! Baltimore: Paul H. Brookes Publishing Co.
Kersjes,M. (2002). A smile as big as the moon:A special education teacher, his class, and their inspiring journey through U.S. Space Camp.New York:St. Martin’s Griffin.
Rodis, P., A. Garrod, & M.L. Boscardin. (2001). Learning disabilities & life stories. Boston: Allyn and Bacon.
The Memory Keeper's Daughter
Optional Text:
Colarusso, R. & C.O'Rourke. (2007). Special education for all teachers. Dubuque: Kendal/Hunt Publishing Company.
Tentative Schedule
A maximum of one assignment will be accepted at the beginning of class only.
No assignments will be accepted on e-mail.
1/21 Introductions, texts, evaluation Discussion , Name tents
1/23 Background Backwards Quiz Boyle &Danforth
History vi deo Choose students
SED 361 Teaching Children with Learning and Behavior Problems in the Regular Classroom
Spring, 2010University of Maine at Farmington
Department of Special Education and Rehabilitation Services
Dr. Sue Thorson
778-7270,
thorson@maine.edu
Office Hours: WF 2:30-4:00 and by appointment
211 Education Center
COURSE DESCRIPTION:
This course is designed to introduce pre-service teachers to the educational needs of students who do not learn well in the traditional school environment. The discussion will include considerations of labels and their implications in the teaching learning process, behavior modification techniques, collaboration with others and ways to meet the diverse learning needs of students in a variety of inclusive programs.OBJECTIVES:
Upon completing the course, students should be able to document an understanding of: a) the field of special education; b) students marginalized by traditional schooling procedures; c) person centered teaching concepts and procedures; d)ways to modify both social and academic behaviors; e) alternative teaching techniques; and f) teachers’ roles as agents of change.Required Textbooks
(Students are also expected to participate in wiki discussions and utilize internet and professional information sources.)Boyle, J.R., & Danforth, S. (2001). Cases in special education. Boston:McGraw-Hill.
Keefe, E.B., V.M. Moore, & F.R. Duff.(2006). Listening to the experts: Students with disabilities speak out. Baltimore: Paul H. Brookes.
Optional Readings: Choose one
Kaufman, S. Z. (1999). Retarded isn’t stupid, Mom! Baltimore: Paul H. Brookes Publishing Co.
Kersjes,M. (2002). A smile as big as the moon:A special education teacher, his class, and their inspiring journey through U.S. Space Camp.New York:St. Martin’s Griffin.
Rodis, P., A. Garrod, & M.L. Boscardin. (2001). Learning disabilities & life stories. Boston: Allyn and Bacon.
The Memory Keeper's Daughter
Optional Text:
Colarusso, R. & C.O'Rourke. (2007). Special education for all teachers. Dubuque: Kendal/Hunt Publishing Company.
Tentative Schedule
A maximum of one assignment will be accepted at the beginning of class only.No assignments will be accepted on e-mail.
1/21 Introductions, texts, evaluation Discussion , Name tents
1/23 Background Backwards Quiz Boyle &Danforth
History vi deo Choose students
1/28 Diversity Colarusso Chs 1-3
1/30 Laws and Labels Listening Chs 1-3
2/4 Referrals RTI Matching quiz Colarusso Ch 4
2/6 Specific Learning Disabilities Fat City Listening Chs 4-6
Experience Design
2/11 MMR Graduating Peter Listening Chs 7-10
2/13 Five Lesson Plans
2/25 Other cognitive challenges Listening Chs 11 -16
B&D students Chs3,5,6,12,13
3/4 Physical Challenges Sauhegan video Listening Chs 17-20
3/6 SPI Non-verbal Philosophy
Colarusso 6, 9
B & D sts. Chs 8,9,10, 12,13
3/11 GATE Listening Chs 21-25
Colarusso 1-3, 13
B &D sts 4, 7,11,14
3/18 Institutionalized bias Off Track
3/20 Instructional adaptations Field Trip Listening Chs 27-31
Colarusso 6, 7,8,10
3/25 Assessment and evaluation Lesson Plans and accomodations
4//1 Behavior management; parents,
transcultural interactions Colarusso 11,12
4/3 Autistic spectrum disorders
4/8 Book Reviews
4/15
4/17
4/29
5/6
5/8 Evaluations Reflective Evaluation
Evaluation
Participation - 300
class -15each class
share resources - 5 each
Accommodations List
Research -300 - With faculty approval only
Article, chapter, website -25-50 Reflection - 300
One video - 50 philosophy -50
Book, Interview - 50-100 map - 25-100
learning logs- 200
Practice - 600
reflective evaluation 50-100
Lesson plans – 250 maximum
menu -100 maximum Experience -300
matrix -100 maximum hours in school 10/hour
teach the class - 100 summary and
RTI - 100 reflection on practice 100
connections to theory 100
IEP minutes 50
Total points -1200